Learner-centered software engineering education: from resources to skills and pedagogical patterns
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A revolution is taking place in academic and continuing education, one that deals with the philosophy of how we teach and learn, the relationship between educators and learners, the way in which the classroom is structured, and the nature of the curriculum. This new approach, termed learner-centered education, is focused on the needs, skills and interests of the learner rather than on the organization of curriculum content. This paper describes an approach for identifying critical skills and for designing training material for learner-centered software engineering education. The approach starts from an analysis of the software developer's context of work, identifies critical skills and then associates relevant learning resources with them. The approach has been successfully used and validated in a real world-training program called PRISE that the first author developed-Programme de Reorientation des Ingenieurs Sans Emploi, a Curriculum for Retraining Unemployed Engineers in Software Engineering. The approach is also being used in some courses in the Concordia bachelor of software engineering program.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it